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1.
Portugal, as a small and increasingly integrated European economy, has been influenced by some of the major trends that defined the agenda of higher education policy in recent decades. Its backwardness – notably in terms of skills, education, and training – has frequently prompted a focus of attention on its international counterparts, particularly those in Europe, in search of affinities, solutions and errors to avoid. The search for guidance has also created an opportunity for the intervention of international organisations. Until Portugal joined the European Union (EU) in 1986, the Organisation for Economic Cooperation and Development (OECD) and the World Bank were the main agencies playing this role. Henceforth, those institutions lost some influence, and the European dimension gained increasing prominence. This article discusses the role of those international organisations in the definition of priorities for Portuguese higher education policy in recent decades, and provides a general overview of the outside perceptions of the Portuguese situation as understood by these international organisations. In particular, the article focuses on those interventions that promoted the influence of market mechanisms in the Portuguese higher education system by emphasising the need for higher education institutions (HEIs) to strive for increased economic responsiveness. 相似文献
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Maria Manzon 《欧洲教育》2018,50(2):116-118
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Maria Gouveia-Pereira Jorge Vala Augusto Palmonari Monica Rubini 《European Journal of Psychology of Education - EJPE》2003,18(3):309-325
This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”. 相似文献
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Science & Education - In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM... 相似文献
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The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy. 相似文献
7.
Efraim Fischbein Maria Sainati Nello Maria Sciolis Marino 《Educational Studies in Mathematics》1991,22(6):523-549
Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way. 相似文献
8.
AIMS AND OBJECTIVES: The study evaluates the Community Outreach Library Service at Wirral Hospital National Health Service Trust (WHNT). It considers the information seeking behaviour and information needs of primary care staff, and service effectiveness in meeting those needs. METHODS: A literature review established the current context and areas of best practice. The investigative case study used postal questionnaires to 250 primary care staff and an interview with the Community Outreach Librarian. FINDINGS: Themes emerged from the literature regarding information seeking behaviour, information needs, and meeting user needs through effective service delivery. Outreach services have value in terms of improving information skills and providing services at point of need. Time is a major constraint for both users and service providers. CONCLUSIONS: Investment is needed from appropriate funding sources to support the provision and marketing of outreach library services. Librarians benefit from sharing best practice. The continued evaluation of outreach library services is recommended. 相似文献
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ABSTRACT: This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction. 相似文献
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